HE educators' use of the term &dquo;critical thinking,&dquo; not too long ago, was Tbounded by formal logic, the sciences, and mathematics. With the development of the social sciences and increased attention to methodical study of current uses of language, we began to speak of critical thinking about human relations. Speech education, probably through no fault of its own, became involved not only in shaping the physical skills of the youthful talker but also in refining the inevitably associated mental processes that must function if he is to have something coherent to say. When we began to study communication as a science, the speech teacher was challenged to a lifetime of effort to discharge a most difficult duty-teaching his pupils to think more critically about the content and context of his communication.
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